The Application Of Covertly-Graded Teaching Pattern To English Writing Teaching In Junior Middle School

English writing ability is one of the basic skills that every middle school student should possess.It is an important task in the current junior middle school English teaching.It is also a comprehensive expression of students’ ability to use basic knowledge and organize language.The period in junior middle school is the initial stage for students to learn English writing,and it is also an important link in the English teaching of junior middle school and senior high school.Mastering English writing well during this stage can enhance students’ confidence and interest in English learning and promote the connection of English teaching in junior middle school and senior high school.However,English writing is also a relatively weak link for students.Therefore,English teachers in junior middle school should pay attention to writing teaching.The author found some problems in English teaching.Some teachers only pay attention to imparting the language points in reading and neglect the training of compositions because of the short time and heavy tasks in the classroom.Sometimes teachers teach the part of writing quickly and only take it as a homework,which is not commensurate with the importance of writing in language learning.Thus students are not interested in English writing and do not develop good writing habits.At the same time,different students have different English foundations.Some have laid a good foundation in primary school and are able to write simple sentences,while some students even can not recite or write 26 letters.Taking all above factors into account,the author decides to apply the covertly-graded teaching pattern to English writing teaching in junior middle school,which is based on Vygotsky’s “zone of proximal development” theory.The author mainly develops teaching according to students’ difference.Based on previous research,the author aims to answer three questions:Firstly,what is the effect of covertly-graded teaching on teacher-student relationship in the English writing class?Secondly,what is the effect of covertly-graded teaching on the students’ writing proficiency at different levels? which level of students is influenced most greatly by covertly-graded teaching?Thirdly,what non-intelligence factors can be changed for students by using covertly-graded teaching in the English writing class?To answer these three questions effectively,the author conducted a one-semester empirical study of two classes in a middle school in Kaifeng.The research subjects are 80 students in the two classes of the school.Class Four is the experimental class,and the covertly-graded teaching method was adopted in it.Class Five is taken as the control class,which adopted the traditional teaching method.In order to make clear what non-intelligence factors can be changed before and after the experiment,the author conducted two questionnaires,one at the beginning of this term and the other after the experiment.Due to the limited space,this thesis studies students’ interest,attitudes,motivation,confidence and learning habits in non-intelligence factors.At the same time,in order to understand the differences in English writing performance between the two classes,the author tested the English writing ability of the students before and after the experiment and analyzed the data.The author draws some conclusions: Firstly,it can be seen that the application of covertly-graded teaching in English writing class improves the teacher-student relationship effectively.Secondly,this teaching mode has a positive impact on students at all levels,but it has the greatest impact on students at Level C.Thirdly,the teaching model can improve students’ interest and motivation,enhance students’ confidence,and develop good learning habits and learning attitudes.